COURSE TITLE: INTRODUCTION TO NURSING - Odessa

ODESSA COLLEGE ASSOCIATE DEGR EE NURSING PROGR AM SYLLAB US RNSG 1309 SPRING 2013

COURSE TITLE:

INTRODUCTION TO NURSING

CR ED IT :

3 HOURS (6 CONTACT; 8 W EEK COURS E)

PLACEM ENT:

FIRS T SEMES TER OF THE NURSING P ROGRAM

PREREQUIS ITES:

PROGRAM ADMISSION OR CONSENT OF DEPARTM ENT

CO-R EQUISITES :

RNSG 1201, RNSG 1215, RNSG 1160 (NOTE THAT RNSG 1309 IS A PREREQUISITE COURS E TO RNSG 1341)

LICENSING/CERTIFYING AGENCY: TEXAS BOARD OF NURSIN G (BON)

FA CU L T Y:

Margaret Hawkins, MSN, RN Office phone- 432-335-6448 Cell phone- 432-553-5690 Office location- CT 226B

COURSE DESCRIPTION : O verview of nursing and the role of the professional nurse in a healthrelated, work-based learning experience that enables the student to apply specialized occupational theory, skills, and concepts as provider in patient-centered care, patient safety advocate, member of the health care team, and member of the profession. Direct supervision is provided by the clinical professional. (ICOs 1, 2, 3, 4, 5, 6)

END OF COURSE OUTCOM ES: Identify concepts for the provision of nursing care; describe the roles of the professional nurse in the delivery of comprehensive care; describe the use of a systematic problem-solving process; and utilize critical thinking skills.

COURSE OBJECTIVES: Course objectives utilize the framework of Differential Entry Level Competencies of Graduates of Texas N ursing Programs. At the completion of the course, the student will be able to: (PO = Corresponding Program Outcome)

As Member of the Profession: 1. Participate in activities that promote the development and practice of professional nursing (PO 3). 2. Demonstrate responsibility for continued competence in nursing practice, and develop insight

through reflection, self-analysis, self-care, and lifelo ng learning (PO 3) As a Provider of Patient-Centered Care: 3. Use clinical reaso ning and k no wled ge based o n the associate d egree nursing pro gram o f stud y and

evidence-based practice outcomes as a basis for decision making in nursing practice (PO 4). 4. Identify the p hysical and mental status, needs, and p references o f culturally, ethnically, and socially

diverse patients and their families based upon interpretation of comprehensive health assessment findings compared with evidence-based health data derived from the associate degre e nursing program of study (PO 1).

5. Identify problems, formulate goals/outcomes, and develop plans of care for patients and their families using information from evidence-based practice in collaboration with patients, their families, and the interdisciplinary health care team (PO 6).

As a Patient Safety Advocate: 6. Comply with mandatory reporting requirements of the T exas Nursing P ractice Act (PO 3). As a Member of the Health Care Team: 7. Describe resources that facilitate continuity of care; health promotion, maintenance, and

restoration; a nd ensure confidentiality (PO 2).

TEACHING/LEARNING M ETHODS UNIQUE TO COURS E : Lecture; discussion, use of studentinteractive electronic instruction to develop test taking skills and to reinforce classroom instruction, including ATI and

EVALUATION/GR ADING SCALE : The grading policy for the Associate Degree Nursing Program

is followed. No assignments or tests are optional. Components of student evaluation include the

fo llo w ing:

Unit Exams (4 ):

60%

Daily Grade (ATI)

5%

Final Exam (Includes Unit 5):

35%

Tota l:

100%

Grading Scale A 90-100 B 80-89 C 75-79 D 60-74.99 F 9 or below

A final grade of C or higher must be attained in orde r to pass RNSG 1309. Grades are carried to two decimal places until the final grade that is rounded to the appropriate whole number. No grades will be rounded up to 75 to pass. (Example: 74.99 = grade of D.)

Corequisite Course Grades The corequisite theory course and clinical course will initially be taken in the same semester. If a student is unsuccessful in either the theory or clinical course, the (theory or clinical) course in which the student was unsuccessful must be taken the following semester in which the course (theory or clinical) is offered. Both courses do not have to be retaken but BOTH courses must be successfully completed before the student can progress to the next cours e in the sequence of courses. Selected nursing skills will be reviewed for all students each semester of the program. All students are required to review the required skills in each semester in order to progress in the course enrolled.

REQUIR ED TEXTBOOKS: Deglin, J. & Vallerand, A. (2011). Davis Drug Guide for Nurses (12th Ed.). Davis: P hiladelphia. Doenges, M., Moorhouse M., M urr A. (2009). Nursing Diagnosis Manual: Pocket Guide

(12th ed). FA Davis: P hiladelp hia. Ignatavicius, D.D., Workman, M.L. (2012). M edical-Surgical Nursing: Patient-Centered

Collaborative Care. (7th Ed). Elsevier: P hiladelp hia. (8th Ed.) (2009). S t. Louis: C.V. \

Mosby. (Ano ther current, co mparab le nursing and med ical d ictio nary may be

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subs t it uted. )

Pagana, K.D. & Pagana, T.J. (2009)

(4th Ed).

Mosby: St Louis. Silvestri: Sauders Comprehensive Review (4th Ed) Elsevier: P hiladelphia.

Taylor, C., Lillis, C. LeMone, P. & Lynn, P. (2009). Fundamentals of Nursing: The Art And Science of Nursing Care. (7th Ed.). Lippincott, W illiams and W ilkins: P hiladelphia.

W illiams, S.R. (2009) Basic Nutrition & Diet Therapy (13th Ed.). Mosby: S t. Louis.

RECOM M ENDED TEXTBOOKS: Doenges, M., Moorhouse M., M urr A. (2010). Nursing Diagnosis Manual (3rd ed). FA Davis:

Philade lp hia.

Ignatavicius, D.D., Workman, M.L. (2012). C linical Decision-Making Guide for Medical-Surgical Nursing: Patient-Centered Collaborative Care. (7th Ed). Elsevier:

Philade lp hia.

Ignatavicius, D.D., Workman, M.L. (2012). Clinical Companion to Medical-Surgical Nursing: Patient-Centered Collaborative Care. (7th Ed). Elsevier: P hiladelphia.

UNIT OBJEC TIVES /UNIT OUTLIN E Unit Objectives: At the end of each unit, the student will be able to: Unit I: Introduction to Nursing (Taylor - Ch.1)

1. Identify the aims of nursing as they interrelate to facilitate maximal health and quality of life for pat ie nts.

2. Describe the historic background of nursing, definitions of nu rsing and the status of nursing as a profession and as a discipline.

Health and Illness (Taylor - Ch. 3) 1. Define health, illness, and wellness. 2. Compare and contrast acute illness and chronic illness. 3. Describe how the human dimensions, basic human needs, and self-concept influence health and illne ss. 4. Summarize the role of the nurse in promoting health and preventing illness.

Health of Individual, Family, Community (Taylor - Ch.4; W illiams-Ch.1) 1. 2. 3. Identify aspects o f the co mmunity that affect ind ivid ual and family health. 4. Describe nursing interventio ns to pro mote and maintain health o f the ind ivid ual as a member o f a family and as a member of a community.

Healthcare Delivery (Taylor - Ch. 8 ) 1. Compare and contrast agencies and settings in which healthcare is provided. 2. Describe the members of the collaborative healthcare team. 3. Discuss selected trends and issues affecting health care delivery.

Safety (Taylor - Ch. 26, & Review CP R) 1. 2. Identify patients at risk for injury. 3. Select nursing diagnoses for patients in unsafe situations.

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4. Describe strategies to decrease the risk for injury in the home. 5. Describe health-teaching interventions to promote safety for each developmental stage. 6. Describe nursing interventions to prevent injury to patients in healthcare settings. 7. Identify alternatives to using restraints. 8. Evaluate the effectiveness of safety interventions.

Asepsis (Taylor - Ch. 27) 1. Explain the infection cycle. 2. Describe nursing interventions used to break the chain of infection. 3. List the stages of an infection. 4. Identify patients at risk for developing an infection. 5. Identify factors that reduce the incidence of nosocomial infection. 6. Identify situations in which hand hygiene s indicated. 7. Identify nursing diagnoses for a patient who has or is at risk for infection.

Communication (Taylor - Ch. 21) 1. Describe the communication process, identifying factors that influence communication. 2. List at least eight ways in which people communicate nonverbally. 3. Describe the interrelation between communication and the nursing process. 4. Describe how each type of the ineffective communication hinders communication.

Teaching (Taylor - Ch. 22) 1. Describe the teaching- learning process, including domains, developmental concerns and specific pr inc ip les. 2. Describe the factors that should be assessed in the learning process. 3. Describe the factors that influence patient compliance with the therapeutic plan. 4. Formulate diagnoses for identified learning needs. 5. Name three methods for evaluating learning. 6. Explain what should be included in the documentation of the teaching- learning process.

Unit II: Nutrition (Taylor - Ch. 36; W illiams - Ch. 6)

1. Identify risk factors for poor nutritional status. 2. Describe how nutrition influences growth and development throughout the life cycle. 3. Discuss the components of a nutritional assessment. 4. Develop nursing diagnoses that correctly identify nutritional problems that may be treated by

independent nursing interventions. 5. Describe nursing interventions to help patient achieve their nutritional goals. 6. Differentiate between enteral and parenteral nutrition.

Activity (Taylor - Ch. 33; W illiams - Ch.5) 1. Differentiate isotonic, isometric and isokinetic exercise. 2. Describe the effects of exercise and immobility on major body systems. 3. Assess body alignment, mobility, and activity tolerance, using appropriate interview que stions and physical assessment skills. 4. Discuss energy balance and activity (W illiams, pp. 60-67). 5. Develop nursing diagnoses that correctly identify mobility problems amenable to nursing therap y.

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Urinary Elimination (Taylor - Ch. 37) 1. Identify variables that influence urinary elimination. 2. Assess urinary elimination, using appropriate interview questions and physical assessment skills. 3. Develop nursing diagnoses that correctly identify urinary problems amenable to nursing therapy. 4. Describe nursing interventio ns that can be used to manage urinary incontinence effective. 5. Describe nursing interventions that can prevent the development of urinary tract infections

Bowel Elimination (Taylor - Ch. 38) 1. Identify variab les that influence bo wel eliminatio n. 2. Assess bowel elimination using appropriate interview questions and physical assessment skills. 3. Develop nursing d iagnoses that identify bo wel eliminatio n p rob lems amenab le to nursing therap y. 4. Describe how to promote regular bowel habits and proper use of cathartics, laxatives, and ant id iarr hea ls.

Oxygenation (Taylor - Ch.39) 1. Identify factors that influence respiratory function. 2. Describe a comprehensive respiratory assessment using appropriate interview questions and physical assessment sk ills. 3. Develop nursing diagnoses that correctly identify problems that may be treated by independent nursing interventions. 4. Describe nursing strategies to promote adequate respiratory functioning, giving their rationale.

Fluids (Taylor - Ch.40; W illiams - Ch. 8 & 9) 1. Describe the location and functions of body fluids, including the factors that affect variations in fluid compartments. 2. Describe the functions, regulation, sources, and losses of the main electrolytes of the body. 3. Explain the principles of osmosis, diffusion, active transport, and filtration. 4. Describe how thirst and the organs of homeostasis function to maintain fluid homeostasis. 5. Identify the etiologies, defining characteristics, and treatment modalities for common fluid and electrolyte imbalances. 6. Describe the role of dietary modification, modification of fluid intake, medication administration in resolving fluid and electrolyte imbalances.

Unit III: Stress (Taylor - Ch.42)

1. Describe the mechanisms involved in maintaining physiologic and psychological homeostasis. 2. Describe p hysical and emotio nal respo nses to stress. 3. Discuss the effects of short-term and long-term stress on basic human needs, health and illness

and the family. 4. Recognize and cope effectively with stress unique to the nursing profession. 5. Integrate knowled ge of healthy lifestyle, support systems, stress management techniques, and

crisis intervention into hospital-based and community-based care.

Hygiene (Taylor - Ch.31) 1. Identify factors affecting skin condition and personal hygiene. 2. Assess the integumentary system and the adequacy of hygiene self-care behaviors using appropriate interview and physical assessment skills.

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